Understanding academic transition and self-regulation: a case study of English majors in China

Abstract

This qualitative study explores how English-as-a-foreign-language (EFL) learners (i.e., English majors in China) develop their self-regulated learning (SRL) abilities during their academic transition to university. The reflections and interview responses of four Chinese university EFL majors collected over one year were qualitatively analyzed. The results show that the English major students’ use of SRL was externally driven by their negative experiences with learning during their academic transition. Over the year, the students also continued to harness their self-agency to refine their transition strategies constantly and dynamically by developing clear goals and effective tactics. The study concludes that during their academic transition, the EFL students’ self-regulation processes were complicated rather than linear. The results of this study can aid academically transitioning students in overcoming potential obstacles during their transition to university.

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

“…The intense interaction and eagerness to win effectively activated students' critical thinking and logical expression in academic English. Aligning with this observation, Liu and Zhang (2023) stated that effective teacher autonomy support in these dynamic academic settings can markedly improve students' motivation and engagement, subsequently leading to enhanced academic language outcomes. Autonomy-supportive teachers thus appear key to successful language acquisition at the university level.…”